P & P No: 3.1
Charter/Development Plan Targets
These focus on improving student achievement and usually set either by or with consent from the Principal and Board of Trustees. These are also reflected in the Arahunga Development Plan.
- Collect data from previous year
- Analyse data from previous year
- Write a data driven variance report concerning progress
- Consider possible teaching and professional actions to respond to the learning situation
- Set targets for the year
The focus is on teacher’s being empowered to affect student achievement and supporting the appraisal process to this end. Professional development at Arahunga School has three areas:
- PD related to the school wide focus
- Individual Teacher Professional Development
- PD identified by Senior Management as necessary for either individuals of groups (including whole staff PD if required)
- PD will normally be used to help meet the needs of teaching the current students a teacher or staff member is teaching
Arahunga has developed an appraisal system that engages staff in conversations about improving student learning. The process involves staff goal setting, classroom observations, evaluation against professional standards, professional development and staff reflection on how their own learning will impact on student achievement.
- To assist good teachers become better teachers
- To focus the professional work, learning and development of team members on student achievement
- To provide opportunities for critical reflection on improving practice
- To provide support for staff learning
- To improve the learning and achievement of students
- Appraisal systems will be similar for all teaching staff.
- Appraisal is a continuous process of learning and development undertaken by all staff.
- Appraisal should be inclusive and wherever possible holistic.
- The teacher is expected to be the main driver of their own appraisal process.
- The school will use a support and guidance approach to appraisal.
- Appraisal will be completed in one school year.
- Any written records relating to appraisal remain the property of both the appraisee and the school, except where they pertain to named or otherwise identifiable students.
- Appraisal records may be held by the school for up to seven years or a length of time indicated by current legislation.
- The process of appraisal is based on professional trust and agreed parameters of confidentiality.
- The appraisal process allows for flexibility in its set up and structure to meet the needs of the staff current being appraised.
Please note: Records containing information pertaining to named or otherwise identifiable students remain solely the property of the school and can only be stored in the school’s official storage system.
- Staff development and appraisal are linked to Strategic Planning and Reporting, which is designed to improve the learning outcomes for all students in the school.
- Should a staff member not achieve the indicators on their job description, or complete the appraisal process, the school will give support and provide the opportunity for these to be completed.
Guidelines for teaching staff:
- The baseline expectation for all teaching staff is that they achieve the indicators in their job description which are in turn based on Education Council standards.
- Teachers must also be involved in continual improvement through staff development that is measured by the process of staff appraisal.
- Staff who fail to meet these criteria will be offered support and guidance to achieve these goals.
Guidelines for Teacher Aide Supervision and Performance Management:
- Teacher Aides are involved in continual improvement through staff development that is measured by the process of staff supervision, which consists of the steps below:
- Support student achievement.
- Support efforts to achieve the students’ goals as set by the class teacher.
- Support collaborative teaching and learning in the classroom.
- Willing to be involved in courses for individual professional development that link to the school or class focus as appropriate.
- The teachers in charge of the class may elect to have regular meetings with their teacher aides, either individually or collectively.
- The baseline expectation for all teacher aides is that they must achieve the indicators in their job description.
Management units should be used to recognize roles that require extra management and leadership responsibility, in Arahunga’s context these primarily are used to provide leadership and management to the wider team through the roles of Regional Managers and Team Leaders.
- Units are not awarded for being a specialist teacher.
- Overall focus of unit allocations is on improving the life beyond school outcomes for students across our organisation, (including all regions we operate in,) by providing cohesive leadership and management of people, systems, and resources across the entire organisation.
- Units are allocated by the Principal on behalf of the BoT based on recognition of staff leadership which in turn addresses support for staff in meeting student learning needs and life after school outcomes.
- Changes in the allocation of permanent management units following staffing entitlement changes will be discussed directly with the staff affected.
- Allocation and removal of units (including timeframes) will comply with the relevant collective employment agreements.
- To ensure student achievement.
- To ensure the safety and welfare of all parties.
- To ensure a successful outcome.
- Ensure that all actions taken are in accordance with NZSTA guidelines and are made in direct consultation with the appointed NZSTA advisor.
- NZEI will be informed where the person affected is a member of NZEI.
Review schedule: Within 3 years